From Community College to University: Transfer Students and Transfer Credit as Opportunities for Foreign Language Departments at Research Universities

ADFL Bulletin ◽  
2018 ◽  
Vol 44 (2) ◽  
pp. 69-80
Keyword(s):  
Community College ◽  
Foreign Language ◽  
Transfer Students ◽  
Research Universities ◽  
Transfer Credit ◽  
University Transfer

scholarly journals University Transfer Programs in the Community College

1978 ◽  
Vol 8 (2) ◽  
pp. 27-38
Author(s):  
John D. Dennison
Keyword(s):  
Community College ◽  
British Columbia ◽  
General Education ◽  
Transfer Students ◽  
Academic Programs ◽  
Academic Education ◽  
Transfer Programs ◽  
The Past ◽  
University Transfer ◽  
The University

During recent years, the increasing public demand for community college programs which lead to immediate employment has created something of an "identity crisis "for college faculty in British Columbia. Orginally, the college concept in this province reflected a comprehensive curriculum with a major emphasis upon academic programs which provide the student with transfer credit to the universities. However, comment in the public press and statements from the Ministry of Education indicate that the academic programs are very much out of favor and perhaps should be relegated to the universities. In view of the uncertainty which this situation has produced, it seemed important to take a new look at the college academic - transfer programs in 1977. The study which followed produced several important facts. Despite rumour to the contrary, enrollment in college academic programs has not declined over the past five years, but has remained at approximately 65%. The percentage of university transfer students actually transferring from colleges to universities has reached 16%, although there is considerable variation among the individual colleges. Studies indicate that only about half of the university transfer students actually " i n t e n d " to transfer to university. Obviously, many students in the university transfer programs are interested in general education or merely exploring their capacity or interest in academic study. At the University of British Columbia, the percentage of under- graduate students who have transferred from colleges has grown from 9% in 1969 to 18% in 1976. The majority of these students are successful in obtaining a university degree. Finally, it should be stated that the term "university transfer" is really a misnomer. The values of an academic education are just as real as ever, and transfer to university is not the sole criterion on which these programs should be judged. The academic programs of the community college meet the needs of a clientele served by no other institution, offer educational opportunity for a segment of society which has been ignored in the past and provide a major impact upon the quality of life in its immediate community.

scholarly journals A Qualitative Exploration on the Challenges of Transfer Students in an Asian Educational Context

2021 ◽  
Vol 18 (6) ◽  
pp. 3238
Author(s):  
Shirley Siu Yin Ching ◽  
Kin Yuen Tam ◽  
Lillian Weiwei Zhang ◽  
Jeremy Ng ◽  
Kin Cheung
Keyword(s):  
Community College ◽  
Hong Kong ◽  
Transfer Students ◽  
Educational Context ◽  
Individual Interviews ◽  
Self Perceptions ◽  
Induced Stress ◽  
Extra Curricular Activities ◽  
Research Gap ◽  
Qualitative Exploration

Limited research has been conducted on community college (CC) transfer students’ (TS) experiences in four-year universities, particularly in Asian contexts. To fill this research gap, in this qualitative study, 124 TS from various disciplines in a Hong Kong university participated in 39 focus groups and seven individual interviews. Unlike their Western counterparts, our TS were relatively better prepared and more academically adaptive. Nevertheless, their social integration was restricted by a lack of time for extra-curricular activities, a sense of inferiority and incompetence, and restricted social circles that did not enable interaction with non-TS. These challenges and their implications are discussed. In particular, this study has highlighted differences between the special education systems for CC transfer in Hong Kong and those in Western CC models. The study has also highlighted the study-induced stress, and poor self-perceptions that TS experience, despite their academic abilities.

Early Integration and Other Outcomes for Community College Transfer Students

2013 ◽  
Vol 55 (4) ◽  
pp. 370-399 ◽  
Author(s):  
Mark M. D’Amico ◽  
Sandra L. Dika ◽  
Theodore W. Elling ◽  
Bob Algozzine ◽  
Donna J. Ginn
Keyword(s):  
Community College ◽  
Transfer Students ◽  
Community College Transfer ◽  
College Transfer ◽  
Early Integration ◽  
Community College Transfer Students ◽  
College Transfer Students

scholarly journals Facilitating Transfer Student Success: Exploring Sources of Transfer Student Capital

2019 ◽  
Vol 48 (1) ◽  
pp. 31-54 ◽  
Author(s):  
Casey Maliszewski Lukszo ◽  
Shannon Hayes
Keyword(s):  
Community College ◽  
High Schools ◽  
Transfer Students ◽  
Self Efficacy ◽  
Critical Role ◽  
Transfer Student ◽  
Community College Transfer ◽  
College Transfer ◽  
Community College Transfer Students ◽  
Descriptive Case Study

Objective: This study seeks to expand understanding of transfer student capital (TSC), including sources of TSC and how TSC is used by community college transfer students to navigate transfer to a public, 4-year institution. Method: Using the TSC framework, a descriptive case study design was employed. Data sources include 17 transfer student interviews, eight observations of pre-transfer meetings between students and advisors, and a review of documents. Data were analyzed inductively and deductively using a pattern matching coding technique. Results: Family and peers appear to be the most common way that students gain TSC to navigate the transfer process. High schools also provide critical transfer information to students. Transfer advisors and faculty either at community colleges or 4-year colleges sometimes provide important transfer information but serve in a critical role of building students’ self-efficacy for transfer rather than merely passing along transfer information. Contributions: This study indicates that high schools, family members, and peers are influential sources of TSC, in addition to previously well-understood sources, such as community college faculty and transfer advisors. This study introduces a new term, self-efficacy for transfer, and offers an expanded TSC conceptual model.

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